Donna Velliaris - Academia.edu (original) (raw)
Papers by Donna Velliaris
<jats:p>The Eynesbury Institute of Business and Technology (EIBT) is one of a growing numbe... more <jats:p>The Eynesbury Institute of Business and Technology (EIBT) is one of a growing number of private providers partnering with universities to attract international students early in their commitment to tertiary studies. EIBT offers diploma programs that comprise the equivalent courses as the first-year of a Bachelor's degree in Business, Information Technology (IT), or Engineering at the destination Higher Education Institution (HEI). EIBT provides a period of academic acculturation for international students whose English proficiency and/or previous academic results are below direct entry requirements. In 2015, 200+ 'new' students were required to complete a mandatory online questionnaire during orientation. First-person narrative data was derived from students' responses to the open-ended question: What is cheating and why is it wrong? The findings provide insight into their understandings, which has helped facilitate opportunities for faculty to mitigate opportunities for academic misconduct in the context of this Institute. </jats:p>
Handbook of Research on Teacher Education and Professional Development
Research on school effectiveness largely relates to ways of measuring the quality of a school, wh... more Research on school effectiveness largely relates to ways of measuring the quality of a school, which is often quantified in terms of students' ‘academic' achievement. The impetus for this research was the recognition that as a pre-university pathway provider, the lecturers at the Eynesbury Institute of Business and Technology (EIBT) face increasingly complex and divergent academic challenges stemming from its 98-100% international student demographic. An anonymous survey comprising two open-ended questions was distributed to EIBT staff for reflection. Rich narrative data from 10 respondents elucidates varied understanding(s) of the difference(s) between ‘teacher' and ‘teaching' quality, as well as recommendations for their own Professional Development (PD). It is the author-practitioner's belief that institutional advancement requires greater attention to ‘teaching' rather than ‘teachers', and that PD is a collective effort that is fundamental to overall ...
Handbook of Research on Effective Communication in Culturally Diverse Classrooms
The Eynesbury Institute of Business and Technology (EIBT) is a pre-university pathway institution... more The Eynesbury Institute of Business and Technology (EIBT) is a pre-university pathway institution to The University of Adelaide or the University of South Australia. This chapter contributes to improving the understanding of effective communication across culturally diverse classrooms. As evidenced in the qualitative data collected from a small number of EIBT educators, in order to become a culturally relevant pedagogue, one must be prepared to engage in a reflective process about what it means to teach students and communicate with those who come from a different cultural background. Pedagogical preferences must be (re)conceptualised in a manner that recognises and respects the intricacies of cultural difference. As a pathway institution, EIBT is a unique educational setting and this work presents ‘authentic' educator-practitioner narratives that contribute to a rather shallow body of knowledge pertaining to this increasingly important sector of Higher Education (HE).
Handbook of Research on Advancing Critical Thinking in Higher Education
This chapter explicates a small-scale action research study that utilised qualitative survey data... more This chapter explicates a small-scale action research study that utilised qualitative survey data derived from academic lecturers at the Eynesbury Institute of Business and Technology (EIBT) into their perceptions of ‘critical thinking'. EIBT offers pre-university pathways in the form of diploma programs identical to the first-year of a Bachelor of Business, Information Technology, or Engineering at the partner institution. Interest was in the potential consistencies/inconsistencies in understanding(s) of critical thinking among academics and the ways in which they have/are incorporating related pedagogical activit(ies) into the delivery of pathway courses to an exclusively international and non-native English speaking student population. The findings reveal that EIBT academic staff share similar definitions and insights in relation to critical thinking and are implementing many and varied techniques to enable successful acculturation of EIBT students to Western academic practic...
Handbook of Research on Academic Misconduct in Higher Education
Case Studies as a Teaching Tool in Management Education
This chapter overviews the rationale and methodology underpinning the implementation of two ‘purp... more This chapter overviews the rationale and methodology underpinning the implementation of two ‘purpose written' case studies delivered within two separate undergraduate Management courses. Finding suitable pre-existing Management-related case studies for different student cohorts can be difficult and time consuming, and may only partially align with the learning objectives. Writing one's own case studies to meet the learning objectives of courses is viewed by the writers as a proactive strategy to redress this gap. It is advantageous that the case study author enables students to apply diagnostic skills in diverse situations that may range from simple to complex, and to ensure that students are drawing on theoretical underpinnings from their Management coursework. This chapter further presents on how to develop in students the ability to shift from being a reactive learner to examining a case proactively through a strategic managerial lens for diagnosing and solving problems.
Case Studies as a Teaching Tool in Management Education
This chapter describes the Coglin Clothing Company (CCC), the focus of a multidisciplinary Live/L... more This chapter describes the Coglin Clothing Company (CCC), the focus of a multidisciplinary Live/Living Case Study (LCS) that was developed and introduced at the Eynesbury Institute of Business and Technology (EIBT) between 2010-2013. The LCS methodology endeavoured to address educational obstacles that had arisen from EIBT's international student population for whom it was first designed, but were typical problems of ‘business education' in general. This work begins by attending to issues such as: generalised problems of the education-experience business-related gap; the benefits of integrating more than one business discipline; the difficulties of handling various and conflicting sources of information; and the indispensability of action learning for deeper comprehension. A LCS was integrated across eight separate courses, including one titled ‘Management Principles'. The relevant literature is presented, followed by a discussion of the value of LCSs for acculturating (...
Innovative Management Education Pedagogies for Preparing Next-Generation Leaders
To meet the challenge of bridging the digital divide among Net Generation students and Higher Edu... more To meet the challenge of bridging the digital divide among Net Generation students and Higher Education (HE) lecturers, a ‘Storyboard' methodology was piloted at the South Australian Institute of Business and Technology (SAIBT). Within an Associate Degree in Management program, a digital story-telling assessment task was introduced into a ‘Communication in Organisations' course to augment culturally diverse students' engagement with the discipline, as well as advance their English-language proficiency and academic achievement. Photos were gathered and shared over the trimester to capture students' reflections on what they were learning and how that felt at the time. Students then digitally collated the photos into a final original and introspective photo-story ‘film' that encapsulated the challenges, realisations and successes of the teaching and learning journey.
Accelerated Opportunity Education Models and Practices
This chapter is focused on the Eynesbury Institute of Business and Technology's (EIBT) Diplom... more This chapter is focused on the Eynesbury Institute of Business and Technology's (EIBT) Diploma of Business pathway, as business-related programs are most common in the Australian pre-university Higher Education (HE) sector. EIBT's diplomas are deemed equivalent to the first-year of the corresponding Bachelor's degree at the partner university for ‘international' students who did not reach direct entry requirements due to their English language proficiency and/or previous academic results. While many sessional academic staff work cross-institutionally, there are few occasions for associating with fellow EIBT colleagues on a personal level and equally few to learn about the professional experiences that have contributed to their pathway teaching philosophy and/or pedagogical practice(s). The author-researchers decided to undertake a period of self-reflection and composed their own narratives to story the notable differences between teaching in a pathway school compared...
Exploring the Benefits of Creativity in Education, Media, and the Arts
Living Case Studies (LCSs) in the discipline of business provide a bridge from knowledge acquisit... more Living Case Studies (LCSs) in the discipline of business provide a bridge from knowledge acquisition to knowledge practice in a real world context. They offer the facilitator a knowledge to application methodology and the student a learning by doing experience, which are oftentimes lacking in business courses. The Eynesbury Institute of Business and Technology (EIBT) offers a Diploma of Business leading to either the University of Adelaide or University of South Australia's degree programs in business-related fields. From 2010-2013, EIBT introduced a simulated LCS in its Diploma of Business program to extend collaborative methods and understanding of how different business courses can work together to achieve heightened student engagement. This chapter provides an overview of the journey from planning to implementation, approaches adapted in different courses, reflections on what was learned, and future recommendations if the LCS were to be re-implemented at EIBT.
Global Perspectives and Local Challenges Surrounding International Student Mobility
The Eynesbury Institute of Business and Technology (EIBT) is a pre-university pathway institution... more The Eynesbury Institute of Business and Technology (EIBT) is a pre-university pathway institution to the University of Adelaide or the University of South Australia. This chapter contributes to improving the understanding of the various factors that underpinned EIBT students' decision with regards to choosing Australia, and more specifically Adelaide and EIBT, as their study destination. International student applicants are located within a complex matrix of influences that can be effectively represented by overlapping spheres of push (operating in the home country) and pull (operating in the host country) factors. As evidenced in the qualitative data collected from a mandatory online questionnaire targeted at newly enrolled EIBT students, international mobility not only contributes to the internationalisation of Higher Education Institutions (HEIs), but also impacts on the outlooks, subsequent lifestyles and future careers of the students themselves. Pathway institutions offer ...
Intercultural Responsiveness in the Second Language Learning Classroom
Autoethnography is a genre of writing that connects the personal to the cultural, placing the sel... more Autoethnography is a genre of writing that connects the personal to the cultural, placing the self within a social context. These texts are usually written in the first-person and feature dialogue, emotion, and self-consciousness as relational and institutional stories are affected by history, culture and social structure; authors use their ‘own' experiences to look deeply at ‘self-other' interactions by starting with ‘self'. Both authors, educators at the Eynesbury Institute of Business and Technology (EIBT) responded to the question: In the context of EIBT, what significant professional experiences of miscommunication have had an impact on your pedagogical praxis today? Educators are constantly in the process of negotiating the social, cultural and educational forces, trends and structures within which they work. These researcher-practitioners share the ‘lived' cultural misconceptions, misinterpretations, and misunderstandings they have experienced in this school s...
Despite growing public awareness, health systems are struggling under the escalating burden of no... more Despite growing public awareness, health systems are struggling under the escalating burden of noncommunicable diseases. Arguably, one must place themselves within the broader/global context to begin to truly understand the health implications of personal choices. Fostering a 'global citizen' perspective among graduates has become an integral part of the Higher Education (HE) discourse; this discourse can and should be extended to include global health. A global citizen is someone who is aware of global issues, socially responsible, and civically engaged. From this perspective, personal health is not solely an individual, self-serving act. Rather, the consequences of lifestyle choices and behaviours have farreaching implications. This chapter details: (a) the development of an international global health course designed to foster global citizenship; (b) the research-led pedagogy; (c) the methods of student evaluation; and (d) the importance of such a course within the broader context of HE.
Emerging Applications in Supply Chains for Sustainable Business Development, 2019
Supply chains provide many challenges to organizations relating to ethical practices at all level... more Supply chains provide many challenges to organizations relating to ethical practices at all levels of the supply chain in an often non-transparent environment, with different operator values through different geographic and cultural locations. Considerations are discussed relating to the link between ethics and brand success, challenges and risk issues relating to ethical supply chains, the role of partnering with others in the supply chain, and the friend or foe consideration of NGOs. The importance and value of bodies such as the UN Global Compact and ACSI to comply with sustainability standards and achieve accreditation as a double benefit strategy for being a responsible organization, as well as enhancing brand, are highlighted. The values of certification and partnership networks are emphasized, with concluding reflections on how partnerships and strength in ethical supply chain are dependent on the need to have every link in the chain be ethical and transparent.
Although the increasingly multicultural composition of cohorts within Australian Higher Education... more Although the increasingly multicultural composition of cohorts within Australian Higher Education (HE) campuses has brought much social and financial benefit, the situation remains ‘beset by a number of challenges’ (Bodycott & Walker, 2000, p. 80). Prime among those challenges is the ability of international students to acculturate to norms of Australian HE, which may be characterised as student-centred, self-directed, problem-based, real-world, and peer-assisted. These academic discourse patterns may contradict any expectations previously encountered by international students who often arrive in this new context with ‘misperceptions’ about academic study (Bryson, Hardy, & Hand, 2009, p. 1) and a lack of skills required to make a successful transition (Kantanis, 2000). The challenge of switching between different institutional cultures is accentuated in many cases by students using English as a Second (ESL) or Additional Language (EAL), which carries with it ‘a particular kind of vu...
Prevention and Detection of Academic Misconduct in Higher Education, 2019
This descriptive chapter tackles the issue of ‘preventing' academic misconduct via effective ... more This descriptive chapter tackles the issue of ‘preventing' academic misconduct via effective assessment design. A dearth of literature is focused on ‘detecting' plagiarism, but assessment (re)design can help ‘prevent' the pervasiveness of ‘cheating' if tasks are relevant, authentic, real-world, educative, and career-focused from the outset. While contemporary society is demanding and complex, many educational assessment practices today remain unimpressively straightforward. Academic faculty are central to confronting cheating. In this chapter, the authors focus on a three-pillar system that empowers higher education institutions (HEIs) to better prevent malpractice rather than reacting to it afterwards. The aim of this chapter is to provide a descriptive investigation into why assessment is so important in the fight against academic misconduct, and a three-pillar approach to bolster assessment practices that will help minimize opportunities for students to engage in ...
Increasingly within higher education there has been a drive towards transformation of the learnin... more Increasingly within higher education there has been a drive towards transformation of the learning experience to incorporate skills that extend beyond traditional definitions of academic literacy. This has meant that today’s graduates are expected to leace their places of study with an increased awareness of the attributes they have acquired over the course of their educational journey. This set of accumulated skills, knowledge, and abilities of students has come to be known as Graduate Attributes (GAs), which this paper sets out to define, and then reshape around the needs of international students on pathway, or pre-degree, programmes. Having reviewed the relevant literature and found definitions of a phenomenon that is still relatively new to higher education, it then provides an instance of how the formulation of these attributes has been tailored to meet the needs of international students. In order to do this, and take into account a shorter timeframe of study, the focus was o...
Global Adaptations of Community College Infrastructure, 2019
As a second chance for prospective students who do not meet initial Australian Higher Education (... more As a second chance for prospective students who do not meet initial Australian Higher Education (HE) entrance requirements, “pathway” providers attract (international) students early in their tertiary lifecycle to secure their destination. The pathway model that evolved in the 1980s-90s was developed to address the issue of attrition. This innovative model tailored a learning solution that enhanced student transition (i.e., cultural and social integration and academic support). Increasingly, “pathway” institutions offer valuable partnerships for the Australian HE sector, and it is beneficial to conduct research into this division to strengthen and improve the overall teaching and learning experience. There appears to be scant literature on pre-university pathway offerings within and beyond Australia; thus, the contents of this chapter explicates three diploma programs delivered at one particular institute during the period 2013-2015 in Australia.
<jats:p>The Eynesbury Institute of Business and Technology (EIBT) is one of a growing numbe... more <jats:p>The Eynesbury Institute of Business and Technology (EIBT) is one of a growing number of private providers partnering with universities to attract international students early in their commitment to tertiary studies. EIBT offers diploma programs that comprise the equivalent courses as the first-year of a Bachelor's degree in Business, Information Technology (IT), or Engineering at the destination Higher Education Institution (HEI). EIBT provides a period of academic acculturation for international students whose English proficiency and/or previous academic results are below direct entry requirements. In 2015, 200+ 'new' students were required to complete a mandatory online questionnaire during orientation. First-person narrative data was derived from students' responses to the open-ended question: What is cheating and why is it wrong? The findings provide insight into their understandings, which has helped facilitate opportunities for faculty to mitigate opportunities for academic misconduct in the context of this Institute. </jats:p>
Handbook of Research on Teacher Education and Professional Development
Research on school effectiveness largely relates to ways of measuring the quality of a school, wh... more Research on school effectiveness largely relates to ways of measuring the quality of a school, which is often quantified in terms of students' ‘academic' achievement. The impetus for this research was the recognition that as a pre-university pathway provider, the lecturers at the Eynesbury Institute of Business and Technology (EIBT) face increasingly complex and divergent academic challenges stemming from its 98-100% international student demographic. An anonymous survey comprising two open-ended questions was distributed to EIBT staff for reflection. Rich narrative data from 10 respondents elucidates varied understanding(s) of the difference(s) between ‘teacher' and ‘teaching' quality, as well as recommendations for their own Professional Development (PD). It is the author-practitioner's belief that institutional advancement requires greater attention to ‘teaching' rather than ‘teachers', and that PD is a collective effort that is fundamental to overall ...
Handbook of Research on Effective Communication in Culturally Diverse Classrooms
The Eynesbury Institute of Business and Technology (EIBT) is a pre-university pathway institution... more The Eynesbury Institute of Business and Technology (EIBT) is a pre-university pathway institution to The University of Adelaide or the University of South Australia. This chapter contributes to improving the understanding of effective communication across culturally diverse classrooms. As evidenced in the qualitative data collected from a small number of EIBT educators, in order to become a culturally relevant pedagogue, one must be prepared to engage in a reflective process about what it means to teach students and communicate with those who come from a different cultural background. Pedagogical preferences must be (re)conceptualised in a manner that recognises and respects the intricacies of cultural difference. As a pathway institution, EIBT is a unique educational setting and this work presents ‘authentic' educator-practitioner narratives that contribute to a rather shallow body of knowledge pertaining to this increasingly important sector of Higher Education (HE).
Handbook of Research on Advancing Critical Thinking in Higher Education
This chapter explicates a small-scale action research study that utilised qualitative survey data... more This chapter explicates a small-scale action research study that utilised qualitative survey data derived from academic lecturers at the Eynesbury Institute of Business and Technology (EIBT) into their perceptions of ‘critical thinking'. EIBT offers pre-university pathways in the form of diploma programs identical to the first-year of a Bachelor of Business, Information Technology, or Engineering at the partner institution. Interest was in the potential consistencies/inconsistencies in understanding(s) of critical thinking among academics and the ways in which they have/are incorporating related pedagogical activit(ies) into the delivery of pathway courses to an exclusively international and non-native English speaking student population. The findings reveal that EIBT academic staff share similar definitions and insights in relation to critical thinking and are implementing many and varied techniques to enable successful acculturation of EIBT students to Western academic practic...
Handbook of Research on Academic Misconduct in Higher Education
Case Studies as a Teaching Tool in Management Education
This chapter overviews the rationale and methodology underpinning the implementation of two ‘purp... more This chapter overviews the rationale and methodology underpinning the implementation of two ‘purpose written' case studies delivered within two separate undergraduate Management courses. Finding suitable pre-existing Management-related case studies for different student cohorts can be difficult and time consuming, and may only partially align with the learning objectives. Writing one's own case studies to meet the learning objectives of courses is viewed by the writers as a proactive strategy to redress this gap. It is advantageous that the case study author enables students to apply diagnostic skills in diverse situations that may range from simple to complex, and to ensure that students are drawing on theoretical underpinnings from their Management coursework. This chapter further presents on how to develop in students the ability to shift from being a reactive learner to examining a case proactively through a strategic managerial lens for diagnosing and solving problems.
Case Studies as a Teaching Tool in Management Education
This chapter describes the Coglin Clothing Company (CCC), the focus of a multidisciplinary Live/L... more This chapter describes the Coglin Clothing Company (CCC), the focus of a multidisciplinary Live/Living Case Study (LCS) that was developed and introduced at the Eynesbury Institute of Business and Technology (EIBT) between 2010-2013. The LCS methodology endeavoured to address educational obstacles that had arisen from EIBT's international student population for whom it was first designed, but were typical problems of ‘business education' in general. This work begins by attending to issues such as: generalised problems of the education-experience business-related gap; the benefits of integrating more than one business discipline; the difficulties of handling various and conflicting sources of information; and the indispensability of action learning for deeper comprehension. A LCS was integrated across eight separate courses, including one titled ‘Management Principles'. The relevant literature is presented, followed by a discussion of the value of LCSs for acculturating (...
Innovative Management Education Pedagogies for Preparing Next-Generation Leaders
To meet the challenge of bridging the digital divide among Net Generation students and Higher Edu... more To meet the challenge of bridging the digital divide among Net Generation students and Higher Education (HE) lecturers, a ‘Storyboard' methodology was piloted at the South Australian Institute of Business and Technology (SAIBT). Within an Associate Degree in Management program, a digital story-telling assessment task was introduced into a ‘Communication in Organisations' course to augment culturally diverse students' engagement with the discipline, as well as advance their English-language proficiency and academic achievement. Photos were gathered and shared over the trimester to capture students' reflections on what they were learning and how that felt at the time. Students then digitally collated the photos into a final original and introspective photo-story ‘film' that encapsulated the challenges, realisations and successes of the teaching and learning journey.
Accelerated Opportunity Education Models and Practices
This chapter is focused on the Eynesbury Institute of Business and Technology's (EIBT) Diplom... more This chapter is focused on the Eynesbury Institute of Business and Technology's (EIBT) Diploma of Business pathway, as business-related programs are most common in the Australian pre-university Higher Education (HE) sector. EIBT's diplomas are deemed equivalent to the first-year of the corresponding Bachelor's degree at the partner university for ‘international' students who did not reach direct entry requirements due to their English language proficiency and/or previous academic results. While many sessional academic staff work cross-institutionally, there are few occasions for associating with fellow EIBT colleagues on a personal level and equally few to learn about the professional experiences that have contributed to their pathway teaching philosophy and/or pedagogical practice(s). The author-researchers decided to undertake a period of self-reflection and composed their own narratives to story the notable differences between teaching in a pathway school compared...
Exploring the Benefits of Creativity in Education, Media, and the Arts
Living Case Studies (LCSs) in the discipline of business provide a bridge from knowledge acquisit... more Living Case Studies (LCSs) in the discipline of business provide a bridge from knowledge acquisition to knowledge practice in a real world context. They offer the facilitator a knowledge to application methodology and the student a learning by doing experience, which are oftentimes lacking in business courses. The Eynesbury Institute of Business and Technology (EIBT) offers a Diploma of Business leading to either the University of Adelaide or University of South Australia's degree programs in business-related fields. From 2010-2013, EIBT introduced a simulated LCS in its Diploma of Business program to extend collaborative methods and understanding of how different business courses can work together to achieve heightened student engagement. This chapter provides an overview of the journey from planning to implementation, approaches adapted in different courses, reflections on what was learned, and future recommendations if the LCS were to be re-implemented at EIBT.
Global Perspectives and Local Challenges Surrounding International Student Mobility
The Eynesbury Institute of Business and Technology (EIBT) is a pre-university pathway institution... more The Eynesbury Institute of Business and Technology (EIBT) is a pre-university pathway institution to the University of Adelaide or the University of South Australia. This chapter contributes to improving the understanding of the various factors that underpinned EIBT students' decision with regards to choosing Australia, and more specifically Adelaide and EIBT, as their study destination. International student applicants are located within a complex matrix of influences that can be effectively represented by overlapping spheres of push (operating in the home country) and pull (operating in the host country) factors. As evidenced in the qualitative data collected from a mandatory online questionnaire targeted at newly enrolled EIBT students, international mobility not only contributes to the internationalisation of Higher Education Institutions (HEIs), but also impacts on the outlooks, subsequent lifestyles and future careers of the students themselves. Pathway institutions offer ...
Intercultural Responsiveness in the Second Language Learning Classroom
Autoethnography is a genre of writing that connects the personal to the cultural, placing the sel... more Autoethnography is a genre of writing that connects the personal to the cultural, placing the self within a social context. These texts are usually written in the first-person and feature dialogue, emotion, and self-consciousness as relational and institutional stories are affected by history, culture and social structure; authors use their ‘own' experiences to look deeply at ‘self-other' interactions by starting with ‘self'. Both authors, educators at the Eynesbury Institute of Business and Technology (EIBT) responded to the question: In the context of EIBT, what significant professional experiences of miscommunication have had an impact on your pedagogical praxis today? Educators are constantly in the process of negotiating the social, cultural and educational forces, trends and structures within which they work. These researcher-practitioners share the ‘lived' cultural misconceptions, misinterpretations, and misunderstandings they have experienced in this school s...
Despite growing public awareness, health systems are struggling under the escalating burden of no... more Despite growing public awareness, health systems are struggling under the escalating burden of noncommunicable diseases. Arguably, one must place themselves within the broader/global context to begin to truly understand the health implications of personal choices. Fostering a 'global citizen' perspective among graduates has become an integral part of the Higher Education (HE) discourse; this discourse can and should be extended to include global health. A global citizen is someone who is aware of global issues, socially responsible, and civically engaged. From this perspective, personal health is not solely an individual, self-serving act. Rather, the consequences of lifestyle choices and behaviours have farreaching implications. This chapter details: (a) the development of an international global health course designed to foster global citizenship; (b) the research-led pedagogy; (c) the methods of student evaluation; and (d) the importance of such a course within the broader context of HE.
Emerging Applications in Supply Chains for Sustainable Business Development, 2019
Supply chains provide many challenges to organizations relating to ethical practices at all level... more Supply chains provide many challenges to organizations relating to ethical practices at all levels of the supply chain in an often non-transparent environment, with different operator values through different geographic and cultural locations. Considerations are discussed relating to the link between ethics and brand success, challenges and risk issues relating to ethical supply chains, the role of partnering with others in the supply chain, and the friend or foe consideration of NGOs. The importance and value of bodies such as the UN Global Compact and ACSI to comply with sustainability standards and achieve accreditation as a double benefit strategy for being a responsible organization, as well as enhancing brand, are highlighted. The values of certification and partnership networks are emphasized, with concluding reflections on how partnerships and strength in ethical supply chain are dependent on the need to have every link in the chain be ethical and transparent.
Although the increasingly multicultural composition of cohorts within Australian Higher Education... more Although the increasingly multicultural composition of cohorts within Australian Higher Education (HE) campuses has brought much social and financial benefit, the situation remains ‘beset by a number of challenges’ (Bodycott & Walker, 2000, p. 80). Prime among those challenges is the ability of international students to acculturate to norms of Australian HE, which may be characterised as student-centred, self-directed, problem-based, real-world, and peer-assisted. These academic discourse patterns may contradict any expectations previously encountered by international students who often arrive in this new context with ‘misperceptions’ about academic study (Bryson, Hardy, & Hand, 2009, p. 1) and a lack of skills required to make a successful transition (Kantanis, 2000). The challenge of switching between different institutional cultures is accentuated in many cases by students using English as a Second (ESL) or Additional Language (EAL), which carries with it ‘a particular kind of vu...
Prevention and Detection of Academic Misconduct in Higher Education, 2019
This descriptive chapter tackles the issue of ‘preventing' academic misconduct via effective ... more This descriptive chapter tackles the issue of ‘preventing' academic misconduct via effective assessment design. A dearth of literature is focused on ‘detecting' plagiarism, but assessment (re)design can help ‘prevent' the pervasiveness of ‘cheating' if tasks are relevant, authentic, real-world, educative, and career-focused from the outset. While contemporary society is demanding and complex, many educational assessment practices today remain unimpressively straightforward. Academic faculty are central to confronting cheating. In this chapter, the authors focus on a three-pillar system that empowers higher education institutions (HEIs) to better prevent malpractice rather than reacting to it afterwards. The aim of this chapter is to provide a descriptive investigation into why assessment is so important in the fight against academic misconduct, and a three-pillar approach to bolster assessment practices that will help minimize opportunities for students to engage in ...
Increasingly within higher education there has been a drive towards transformation of the learnin... more Increasingly within higher education there has been a drive towards transformation of the learning experience to incorporate skills that extend beyond traditional definitions of academic literacy. This has meant that today’s graduates are expected to leace their places of study with an increased awareness of the attributes they have acquired over the course of their educational journey. This set of accumulated skills, knowledge, and abilities of students has come to be known as Graduate Attributes (GAs), which this paper sets out to define, and then reshape around the needs of international students on pathway, or pre-degree, programmes. Having reviewed the relevant literature and found definitions of a phenomenon that is still relatively new to higher education, it then provides an instance of how the formulation of these attributes has been tailored to meet the needs of international students. In order to do this, and take into account a shorter timeframe of study, the focus was o...
Global Adaptations of Community College Infrastructure, 2019
As a second chance for prospective students who do not meet initial Australian Higher Education (... more As a second chance for prospective students who do not meet initial Australian Higher Education (HE) entrance requirements, “pathway” providers attract (international) students early in their tertiary lifecycle to secure their destination. The pathway model that evolved in the 1980s-90s was developed to address the issue of attrition. This innovative model tailored a learning solution that enhanced student transition (i.e., cultural and social integration and academic support). Increasingly, “pathway” institutions offer valuable partnerships for the Australian HE sector, and it is beneficial to conduct research into this division to strengthen and improve the overall teaching and learning experience. There appears to be scant literature on pre-university pathway offerings within and beyond Australia; thus, the contents of this chapter explicates three diploma programs delivered at one particular institute during the period 2013-2015 in Australia.